How
Technology has changed the way we learn
In my last blog, I discussed the value of mobile technology within
the teaching profession. Much of that discussion naturally covered ways in
which technology has changed the way we learn. In this post I will focus upon
not only how technology has changed the way we learn but also what this means
for the teacher and pupil in terms of their role within the classroom.
Perhaps the most significant way
that technology has changed the way we learn, is through providing a new learning
environment or space. The physical has become the virtual. Online learning
environments provide a way for participants to engage and respond to
information presented online. As previously stated in my last blog, online
learning environments (OLE) provide learners and teachers alike with an “on-the-go”
outlook to learning (Summey, 2013, p. 49) . This means that
learning can take place from the comfort of your own home and is not restricted
to the classroom.
One element which Summey does not
mention is the positive effect this has upon the learner and their developing
skills. With information at our fingertips twenty-four-seven, technology has
enhanced our ability to conduct high quality, self-directed study and research.
Some scholars, such as Crook (Crook, 1996) , have put forward
the idea of “computer as tutor”, that suggests the role of the teacher will be
replaced with technology. Selinger, however, discusses the flaws in this idea,
stating that humans are needed for education because we are unique in our
ability to interpret the psychological state of other humans (Selinnger,
2001, p. 89) .
This links in with my blog that discusses relationship based teaching.
Thus, technology has changed the
way we learn, the environment in which we learn and also the teachers role
within this new method of learning. Teachers are no longer considered to be the
“fountain of all wisdom” (as would have been the case fifty years ago) but
rather the facilitator of learning. Teachers in the twenty-first century are
experiencing a slight change in their stance within the learning process
through changes in technology. Selinger notes, “teacher control of new
knowledge is weakened and yet their role does not diminish, it changes to one
of supporting […] learners to assimilate new information, to turn it into knowledge
and understand within a nurturing and supportive environment” (Selinnger,
2001, p. 91) .
Within the music sector, technology
has totally transformed the learning experience. With programmes such as
Sibelius 7, students no longer are required to write their music down on
manuscript paper but rather are able to play their music into the application.
Sibelius allows students to input notes which also teaches them about phrase
lengths and how many beats are allowed in each bar. This is a big step forward
in teaching music theory and makes the learning experience so much more
enjoyable for the pupil.
Although technology has changed the
way we learn for the better in many ways, we must also consider the negative
effects that this can have upon the role of teacher. Technology and the
internet has brought about this sense of urgency and immediacy. Teaching has
taken big leaps forward in promoting good communication and healthy work
relationships between student and teacher, but have we taken this too far?
In
the twenty-first century, students are able to email their teacher day or night and to receive an immediate response. This can often result in the students' expectations being high in terms of what they expect from the teacher. Consequently, teachers often work late
into the night answering emails yet this is not considered to be paid labour. This
brings into question, the nature of emailing. Should institutions be looking into
paying their teachers for overtime that is conducted using mobile technology to
aid learning? How do we go about monitoring this? This would need to be looked into with further research on teaching and learning within twenty-first century culture however there have been some newspaper articles which raise similar concerns.
Telegraph article: "Nicky Morgan bans emails after 5pm to help teachers cope with work load:
To conclude, technology has indeed
had a positive change on the way we learn. This can be seen through learning
methods such as online learning environments, improving research and individual
study that can take place “on-the-go” and teaching students about compositional
devices as can be seen with Sibelius 7. Though we have embraced it, this new method
of learning is ironic in itself. The new way of learning seeks to aid
self-directed study and promote the idea of providing vast amounts of information
at speed. Whilst this seems to be taking a certain amount of pressure off the teacher, some would argue that it has actually added to the teachers work load. With the speed of technology, students may begin to expect the same speed of response to things like emails because the student is aware that the teacher can access this through the use of mobile technology. The negative effect
upon the teachers of the twenty-first century is that they are expected to be on hand
through the use of mobile technology. Despite the perceptions about "young people and technology", e-learning involves a heavy amount of organisation, set up and management by the teacher (Kidd &
Czerniawski, 2010, p. 261) . The irony is that although technology has
enabled independent study, teachers are needed more than ever to provide this
pathway to enable independent study.
References
Crook, C., 1996. Schools of
the Future. In: T. Gill, ed. Electronic Children: How Children are
Responding to the Information Revolution. London: Natonal Children's
Bureau.
Kidd, W. & Czerniawski, G., 2010. Successful Teaching
14 - 19: Theory, Practice and Reflection. London: sAGE.
Selinnger, M., 2001. Teacherless Classrooms. In: M.
Leask, ed. Issues in Teaching using ICT. London: Routledge, pp. 83-95.
Summey, D. C., 2013. Developing Digital
Literacies: A Framework for Professional Learning. London: Corwin, A Sage
Company.
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